School Coaching CHAPTER 18

Transcription

1 CHAPTER 18 School Coaching Handouts for this chapter include: 1. What is a coach? 2. Coaching techniques 3. The coaching process 4. SMART goals 5. Questions to ask 6. Generate alternative actions 7. Monitoring progress 8. Move toward self-sufficiency 9. Critical elements

2 HANDOUT 1 What is a coach? A coach helps others move from where they are to where they want to be. To coach is to bring individuals from their current reality to their desired vision. A coach helps people learn new skills and knowledge to enable them to solve problems or achieve goals on their own.

3 HANDOUT 2 Coaching techniques Directive The coach knows the correct instructions. The coach can communicate those instructions in ways the client will understand. The client is interested and wants to receive the instructions. The client has enough experience to translate the instructions into performance. The coach and client are looking for an immediate, short-term solution to a pressing problem. Collaborative The coach and client share a high level of trust. The coach and client have enough expertise to solve the problem. Both parties agree, explicitly or implicitly, to brainstorm ways to solve the problem. The two agree on the problem to be solved and the conditions for a satisfactory solution. Nondirective The coaching process is based on the client s needs. The client allows himself to be coached. The coach and the client trust each other completely. The coach has enough background knowledge, coaching skills, and confidence in those skills to address the client s goals. The coach focuses on the client s desired outcomes.

4 HANDOUT 3 The coaching process Step 1: Agree on a desired result. Step 2: Understand the current reality. Step 3: Explore the assumptions leading to that reality. Step 4: Generate alternative actions. Step 5: Monitor progress. Step 6: Move toward self-sufficiency.

5 HANDOUT 4 SMART goals Specific Measurable Achievable Relevant Time sensitive

6 HANDOUT 5 Questions to ask Questions to ask to understand the current reality: What actions or approaches have you tried? How have they worked? What actions or approaches have been most successful? Tell me more about the causes of your successes. What actions or approaches have not worked? What barriers or obstacles have you encountered? Explore the assumptions leading to that reality. Are the assumptions based on fact or opinion? Remember that effectively testing assumptions requires both compassion and courage.

7 HANDOUT 6 Generate alternative actions Has the client considered other possibilities for action? Did the client consider these other options and decide not to pursue them? If so, why? How are things working under the current design? Are the client s actions moving her closer to her goals?

8 HANDOUT 7 Monitoring progess The most effective methods are those that require the client to monitor the results being achieved. Another method for monitoring progress is periodically assessing the coaching process itself.

9 HANDOUT 8 Move toward self-sufficiency Goals: The client adopts and embraces new ways of thinking that open up possibilities for action. The client generates that thinking independently. The client is able to transfer the new thinking to others.

10 HANDOUT 9 Critical elements n Coaching is a non-sequential, non-linear process. n Coaching groups will require repeated conversations. n A coach will draw on all areas of life when working with clients. n Curiosity and the ability to listen, question, focus, and achieve results are essential. n Coaches must have a high tolerance for ambiguity. n Coaches must be compassionate and respect their clients.